Enhancing Problem-Solving Skills in an Authentic Blended Learning Environment: A Malaysian Context

Abstract

Abstract-Graduate unemployment rate in Malaysia is an increasing problem and often linked to a lack of problem-solving, critical thinking and communication skills. This paper presents the development of blended learning environment through the integration of authentic learning strategies designed to enhance problem-solving skills amongst Malaysian undergraduate students. The learning environment was blended in its approach and centered on an authentic task. Student feedback was gathered and indicated a positive response towards authentic blended learning environments. Problem-solving, critical thinking, creative thinking, and communication skills were enhanced in this learning environment, providing encouraging support for the use of authentic learning strategies in technology-backed classrooms within higher education institutions.

A Comparison of the Problem-solving Skills of Students in PjBL Versus CPjBL Model: An Experimental Study

“…Smaldino et al (2012) discussed that in solving problems of the real world, students can obtain the knowledge and skill that they will need after they graduate. Learning activity that gives an opportunity for students to learn solving problem can support students to use their knowledge to investigate how problems occur and how to solve them so that students obtain new knowledge and also strengthen the knowledge that they already have (Merrill, 2002;Yeen-ju, et al, 2015). Problem solving skill has become an important skill that must be mastered by graduates of vocational education, because when they work, they will meet many problems.…”

Analysing the Effect of Authentic Learning Activities on Achievement in Social Studies and Attitudes towards Geographic Information System (GIS

“…This result is in accord with prior studies indicating that authentic learning activities significantly have a positive impact on attitudes towards courses (Aynas, 2018;Baştürk, 2019;Belaid & Murray, 2015;Dilmaç & Dilmaç, 2014;Horzum & Bektaş, 2012;Hürsen, 2016;İneç, 2017;Koçyiğit, 2011), promotes student satisfaction (Horzum & Bektaş, 2012;Wornyo, Klu, & Motlhaka, 2018), and increases student motivation (Gündoğan, 2014;Gürdoğan & Aslan, 2016;Önger, 2019). Yeen-Ju, Mai, and Selvaretnam (2015) found supportive evidence for the use of authentic learning strategies in technology-supported classrooms in higher education institutions. Chen et al (2013) created a digital learning platform to provide an authentic learning environment in the classroom and found that the students became more willing to participate in classroom activities and deeply enjoyed the learning process.…”

“…They thought that authentic learning activities should be used in other courses as well as social studies. These results support previous research indicating that authentic learning activities are fun (Hamurcu, 2016), encourage students to participate more actively in classes (Çoşkun et al, 2017;Ulusoy, 2012), increase students' motivation (Motlhaka, 2014;Westberg & Leppien, 2018), develop problem-solving, strategic thinking and communication skills (Anwari et al, 2015), foster collaboration (Keinänena et al, 2018), result in a high level of interaction in the learning environment (Luo et al, 2017), promote problem-solving, critical thinking, creative thinking and communication skills (Yeen-Ju et al, 2015), have a positive effect on students' perceived self-efficacy (Karakoç, 2016), facilitate associating course subjects with real-life situations (Aynas, 2018;Weninger, 2018), provide students with a unique learning experience in an authentic world (Gregory, 2013), and produce a positive change in students' cognitive levels (Aydın et al, 2018). Dennis and O'Hair (2010) noted that the greatest obstacle for authentic learning is the lack of time to design materials and the authentic learning process requires more time for preparation and planning.…”

Evaluating Student and Teacher Views on the Use of Authentic Learning in Primary School Social Studies Course: A Case Study

“…The students also hold the belief that authentic learning activities developed their imagination and that they opened up their horizon. According to Akça and Ata (2009) authentic learning supports creativity at the level of secondary education while it supports creativity at the level of higher education according to Yeen-Ju, Mai and Selvaretnam (2015). In this context, it can be said that authentic learning activities lead students to different thoughts, develop their imagination and thus support their creativity skills.…”